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Children may count up from 7 to 11 and use fingers to track their count and get 4

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Children may count up from 7 to 11 and use fingers to track their count and get 4

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I think students could draw a picture and then count how many more are in the group of 12.

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I imagine students would see this as a take away problem. Students would start with the whole and take away 7 to find what remains.

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Draw 12 balloons for Hannah.
Draw 7 balloons for Jacob below the 12. Count how many more Hannah has (if it doesn't have one of Jacob's balloons beneath).

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I counted on from 7 until I got to 11. She needs $4

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I think my students would write a number sentence such as 13 - 7 = 6
A few students might draw pictures, but for the most part I think many of them would use numbers to represent their thinking. For the students who choose to draw, I imagine they would first draw the original 13 cookies. Afterwards, they might cross out 7 to represent the ones he ate. A few might not write anything down and try to use fingers to count down.

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Hannah   12
Jacob   -   7
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5

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Carla already has 7 dollars. She needs 11 dollars.

So 7 + 8 + 9 + 10 + 11…(count by 1s) I had to add 4 more.

Carla needs to earn 4 more dollars.

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Students would draw cookies and cross out the cookies that were eaten

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7...8, 9, 10, 11...so four more dollars.

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Count up/add on by ones.
8, 9, 10, 11 each number represents a dollar, so 4 more dollars.

Some will misinterpret the problem and add the numbers together instead of adding on. 7 +11 = 18

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Thinking like our students! - PICK ONE PROBLEM

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Thinking like our students! - PICK ONE PROBLEM

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What are some different ways young children would come up with to solve these problems?

Explain or show how you think students would solve.  How can you represent how a student would solve it? Take a photo of your work and add it to the problem you have chosen.